This is for a Methods of Structured English for Immersion for Secondary Education Course

This is for a Methods of Structured English for Immersion for Secondary Education Course. This is due within 30 hours. Must use original work!

Teachers of ELLs must understand the role of language and culture in learning, as well as the unique political and psychological factors that affect language acquisition among long-term English learners (LTELs), recent arrivals (RAEL), and students with interrupted formal education (SIFEs). Beyond the classroom, teachers can ensure the success of their students by implementing culturally inclusive practices, and by engaging and empowering families of ELL.

For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.

Part 1

In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.

This part of the presentation should include:

· A description of the characteristics of LTELs, RAELs, and SIFEs

· An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs

· A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs

· A discussion of additional factors that affect the language acquisition of grades 6-12 LTELs, RAEL, and SIFEs

Part 2

In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.

This part of the presentation should include:

· Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.

· Examples of strategies that support culturally inclusive practices.

· A brief description of how home and school partnerships facilitate learning.

· At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.

· Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.